Students in Washington D.C. who received tutoring had missed more than 30 days of school, on average. However, a Stanford study suggested that tutoring could improve their attendance by about one day. This revelation came to light in early 2024, challenging initial reports that tutoring could help kids catch up academically post-pandemic and combat chronic absenteeism. But recent research paints a different picture.
Stanford Study on Tutoring in Washington D.C.
Stanford University researchers delved into Washington D.C.’s $33 million investment in tutoring, which aimed to provide extra help to over 5,000 students in the district. While the tutoring initiative showed minimal to modest improvements in reading or math test scores, it did offer promising findings related to attendance.
Monica Lee, a Stanford researcher, highlighted that the tutoring efforts did not yield significant academic impacts. However, they did show potential in addressing the pressing issue of absenteeism that surged after the pandemic. The National Student Support Accelerator, an organization studying tutoring, lauded the program for boosting student attendance, prompting Mayor Muriel Bowser to propose additional funding.
Unveiling Disappointing Results
Despite the positive narrative surrounding tutoring’s impact on attendance, a closer look revealed lackluster academic outcomes. The National Student Support Accelerator’s August report unveiled that tutoring in Nashville, Tennessee, also fell short in enhancing student learning. As tutoring expanded to reach more students, its effectiveness waned in improving math and reading skills.
In December, Stanford researchers further examined the tutoring schedules and found that students were 7 percent less likely to be absent on days with tutoring sessions. While this translated to an average of 1.3 more school days attended over a year, the impact was deemed minimal. The majority of tutored students were economically disadvantaged, with over 80 percent being Black.
Expert Insights and Reflections
Hedy Chang, from Attendance Works, emphasized the importance of addressing chronic absenteeism, noting that small gains in attendance could accumulate across a school. Despite the challenges in achieving significant improvements, Chang highlighted the potential for stability in classrooms through collective progress.
The study underscored the complexities of addressing student disengagement and the limitations of tutoring programs. While tutoring may re-engage students, the economic value of minor attendance improvements remains a point of contention. The research calls for a critical examination of educational interventions to understand their efficacy and impact on student outcomes.
As we navigate the intricate landscape of education, this study sheds light on the nuances of addressing student needs and the ongoing quest for effective solutions in a rapidly evolving educational landscape.
